Year 9 History Term 3 & 4 PDF

YEAR 9 History TERM 3 & 4 TERM 3 AND 4 STRUCTURE Assessment Schedule Title Page - Making of the Modern World  What is Industrial Revolution? What do they think the ‘industrial revolution’ is then? What do you...

YEAR 9 History TERM 3 & 4 TERM 3 AND 4 STRUCTURE Assessment Schedule Title Page - Making of the Modern World  What is Industrial Revolution? What do they think the ‘industrial revolution’ is then? What do you think the ‘industrial revolution’ is? When do you think it occurred? In which continents?  Page 1 OV 1.1.1 Introduction History is often divided into the study of the ancient and the modern. Historians consider that the modern world (also currently known as the ‘industrial world’) developed from the 1750s onwards. The Industrial Revolution transformed the lives of ordinary people as factories and new machinery created huge industrial cities. People moved from country villages and farms to find work in factory towns and mines.  Understanding pre-industrial Life Pre-industrial society was very static – child labour, dirty living conditions, and long working hours. Before the Industrial Revolution it was very hard to keep in touch with people in other parts of the country. News was spread by travellers or through messengers and goods were distributed largely within the locality in which they were produced. 0.1 THE INDUSTRIAL REVOLUTION Industrial Revolution is a period driven by the development of steam power where new methods of transport and production changed the way people worked and lived. The Industrial Revolution was a period of profound change from the 1750s to the early 1900s. New methods of farming, manufacturing, communication and transport were introduced. The impact of these changes went far beyond just altering how goods were manufactured – the way people worked and lived, and where they lived changed dramatically. The industries at the forefront of the Industrial Revolution were located in Britain. https://www.youtube.com/watch?v=zhL5DCizj5c CRASHCOURSE  OV 1.2 The Industrial Revolution-nature and Page 2 significance At the end of the eighteenth century the great majority of people in Europe led simple agricultural lives as subsistence farmers. Making a living from their small plots of land was a constant struggle. Starvation, due to a bad harvest, was never far away. People worked their fi elds by hand. Kings demand heavy taxes, even through times of food shortages. Towns and villages were small and self-contained. Illness was common because of poor hygiene and bad (or non- existent) sewerage systems. Diet was poor and average life expectancy was low. Page 3  ACTIVITY Many groundbreaking inventions were created during the Industrial Revolution and their inventors changed the way we lived forever. Complete the finder word on famous inventors from the industrial revolution. Activity - Inventors and their inventions comprehension 1. Write the name of the inventor 2. Write down the name of what they invented 3. Write a sentence explaining HOW the invention helped make life easier You have 20 minutes to complete this activity. Access this website https://www.historycrunch.com/inventions-and-inventors-of-the-industrial-revolution.html#/ to find out their inventions. 1. Eli Whitney 2. Edmund Cartwright 3. James Hargreaves 4. John Kay 5. James Watt 6. Robert Fulton Example - Eli Whitney Invited the cotton gin (a machine that automated and sped up the separation of cottonseed from cotton fibre) This increased the production of cotton and made it cheaper to produce. Answers Edmund Cartwright - designed the power loom. Mechanised loom to use in textiles manufacturing and make cloth quicker. Thomas Newcomen - developed steam engine to pump water out of the mines. Helped workers to stay out of flooding in mines. James Hargreaves - developed spinning jenny. So a person could spin several threads at once and be faster. John Kay - Invented the flying shuttle. This sped up the weaving process and allowed for weavers to outpace spinners. James Watt - improved the design of the Newcomen steam engine and created a new steam engine by making it more efficient Robert Fulton - developed the first steam boat. Allowing goods and people to travel by canals and waterways George Stephenson - Developed the first steam train. To help transport people and goods long distances. Page 6  What were the living and working conditions like during the Industrial Revolution By the early eighteenth century, European explorers had established 13 colonies across North America’s east coast. European people and their power were spreading across the globe. Between the middle of the nineteenth and beginning of the twentieth century, one in ten Europeans left their home country for destinations such as the Americas, Australia and New Zealand. Heading: The Industrial Revolution Medieval Times Modern/Industrial Times  Heading: The Industrial Revolution TASK: Copy the questions below AND answer them in your book. 1. Describe the Industrial Revolution using 4 points. 2. Outline three ways in which the Industrial Revolution improved people’s lives? 3. Outline the MOST detrimental (bad) effect of the Industrial Revolution.  Answers TASK: Copy the questions below AND answer them in your book. 1. Describe the Industrial Revolution using 4 points. a. More factories, less farms b. People moved from country villages/farms to the city/towns and mines c. New methods of farming, manufacturing, communication and transport d. Started in Britain 2. Outline three ways in which the Industrial Revolution improved people’s lives? a. Easier and cheaper to buy clothes b. Faster to communicate with people far away c. More food production d. Medical advances led to increased population growth 3. Outline the MOST detrimental (bad) effects of the Industrial Revolution. a. Children working in factories, more powerful weapons  Page 10 OV 1.3.2 Slaves Over 12 million Africans were transported to the slave markets of Europe between the fiffteenth and nineteenth centuries. Historians estimate that an additional ten million people were taken captive, but perished before reaching the European slave markets. Europeans discussed the cruelty of slavery, but the trade continued because it was argued that the wealth from slavery outweighed the evil. The valuable trade goods such as sugar, tobacco, cotton, coffee, rice and indigo were produced by slave labour of the plantations. Slaves had no rights, they were considered a commodity, a piece of property, and were treated as such. If a slave was disobedient they could be whipped, tortured, or killed. A slave could have his or her spouse sold to another master and never see them again. If a slave had children they were considered the property of the owner and also could be sold to someone else. Slaves were abused physically, emotionally and sexually, and many would die at the hands of the person who had bought them. Occasionally a slave could be freed but they would face a great deal of racial prejudice and discrimination, and some freed slaves were even kidnapped and once again placed in servitude. The wealth that came from slavery attracted traders from other European countries. The Dutch, British, Spanish and French established their own trade stations taking as many slaves as they could capture or buy from powerful slave trading African tribes. By the mid nineteenth century there were four million slaves working the cotton fields of North America to satisfy the huge world demand for cotton.  Heading: Slavery TASK: Copy the questions below AND answer them in your book. 1. Outline key features of slavery (minimum 4 points) 2. What were the reasons for the slave trade? 3. How do you think a slave would have felt about being a slave? 4. Why is it important to learn about slavery?  Answers 1. Outline key features of slavery (minimum 4 points) a. Slaves were seen as a possession to buy, sell and own b. Were not paid for their labour, mostly in cotton fields c. From countries in Africa d. Were physically abused and sometimes killed 2. What were the reasons for the slave trade? a. To create wealth during the Industrial Revolution for big businesses and America 3. How do you think a slave would have felt about being a slave? a. 4. Why is it important to learn about slavery? a.  OV1.3.3 Convicts Page 10 Between 1750 and 1850, the population of Britain grew from six to eighteen million. With the Industrial Revolution the population exploded in the cities, where people congregated in their search for work. Women and children were employed before men, because they were cheaper to hire. The eighteenth-century British government was faced with a sharp increase in crime. Their solution was the death penalty, or transportation to prisons in a distant land. Britain used transportation to the American colonies as a form of punishment. American colonies rebelled against British rule. Then the British government then confined the convicts to filthy conditions in derelict warships, known as hulks. A government committee was established to find a solution to the convict problem. In 1779, Botany Bay was recommended as an alternative convict destination. Between the First Fleet and the early 1800s, around 12 000 convicts were transported to Australia. While the vast majority of convicts to Australia were from Britain, the convict population was multicultural. Page 11 The arrival of larger numbers of settlers during the nineteenth century brought major change to Australia’s colonial society. These settlers came to Australia in two waves: 1838 to 1841 brought nearly 80 000 people to Australia. Many of the settlers were skilled craftsmen, but they were primarily labourers arriving as assisted migrants. From 1847 to 1850 another 70 000 arrived in Australia. This group included large numbers of educated, middle-class migrants.  Heading: Convicts & Settlers TASK: Copy the questions below AND answer them in your book. 1. During the 1700s there was a big increase in both crime and population in Britain. How did the government respond? 2. In the 1800s, due to the steam power, there was a lot of exploration of foreign lands. What was the name given to people who chose to live overseas? 3. Calculate how many settlers came to Australia between 1838 and 1850.  Answers 1. During the 1700s there was a big increase in both crime and population in Britain. How did the government respond? a. Death penalty or transport to colony 2. In the 1800s, due to the steam power, there was a lot of exploration of foreign lands. What was the name given to people who chose to live overseas? a. Settlers 3. Calculate how many settlers came to Australia between 1838 and 1850. a. 150, 000  OV1.4 European imperial expansion Page 13 The Industrial Revolution found new uses for raw materials and tapped new sources of wealth. Rubber from Africa and timber from Asia were purchased for low prices and sold at great profit in Europe. As well as; Wool from Australia Oregon timber from North America Grain from Canada Dairy from New Zealand These materials were bound for the European marketplaces. Nineteenth-century Britain became the ‘workshop of the world’ and the greatest of trading nations, with London the centre of this new world economy. The strength of the British navy guaranteed Britain’s trade empire. Nineteenth-century European ideas, institutions and technology dominated the world.  People who believed in the great civilising influence of colonialism were known as imperialists. They argued that the people of Asia and Africa were not capable of administering themselves and that uplifting these foreign people was the ‘white man’s burden’. *An imperialist is a person who supports or practises imperialism. What is Imperialism?  What is the message portrayed in this cartoon?  Imperialism is the idea of expanding one's territory by taking over another country and gaining control over another country’s politics or economics. The word Imperialism comes from the Latin word “Imperium” means to rule. Imperialism is a system where one powerful nation occupies, controls and exploits smaller nations.  HOMEWORK PEEL ACTIVITY Copy this in Your Task is to: your exercise books Research a country that was impacted by imperialism during the Industrial Revolution and write a PEEL Paragraph explaining how imperialism affected its cultural practices.  Instructions 1. Choose a Country: Select a country that experienced imperialism during the Industrial Revolution (late 18th to early 20th centuries). Possible examples include India, Nigeria, Kenya, Egypt, or another relevant country. 2. Research: Find information about how imperialism influenced the culture of your chosen country during this period. Look for historical events, policies, and cultural changes related to imperialism. Use books, articles, and reliable online sources to gather your information. 3. Write Your Response Using the PEEL Structure: ○ Point: Clearly state your main argument about how imperialism impacted the cultural practices of the country you researched. ○ Evidence: Provide specific examples and details from your research. Mention key historical events, policies, or cultural changes that illustrate the impact of imperialism. ○ Explain: Describe how the evidence supports your argument. Explain the significance of these changes and their effects on the local culture. ○ Link: Summarise how these cultural impacts demonstrate the broader effects of imperialism during the Industrial Revolution on your chosen country. ○ Point: Example: "Imperialism during the Industrial Revolution profoundly affected the cultural practices of [Chosen Country] by introducing new cultural elements and disrupting traditional practices." ○ Evidence: Example: "For instance, British colonial rule in India introduced Western education and Christian missionary work. According to historian R. B. Smith in The British Empire: A Historical Encyclopedia, this led to significant changes in local educational practices and religious beliefs." ○ Explain: Example: "The introduction of English and Western education shifted local educational practices and marginalized traditional Indian languages and religions. This created a new educated class but also diminished local cultural practices." ○ Link: Example: "Therefore, British imperialism in India during the Industrial Revolution resulted in both cultural integration and disruption, showing how imperial powers reshaped traditional practices and introduced new cultural influences."  MARKING CRITERIA Self-mark Peer-mark HIGH - MEDIUM - HIGH - MEDIUM - WORKING TOWARDS WORKING TOWARDS Topic sentence directly answers the question eg “Imperialism during the Industrial Revolution profoundly affected the cultural practices of [Chosen Country] by…” Provide specific examples and details from your research. Mention key historical events, policies, or cultural changes. Describe how the evidence supports your argument. Explain the significance of these changes and their effects on the local culture. Linking sentence which answers the question eg “ "Therefore, [British] imperialism in [India] during the Industrial Revolution resulted in…” Used formal language, 3rd person, historical terms and wrote clear sentences, countrys’ names start with a capital letter OV1.4.2 Extent of European imperial Page 13 expansion By the beginning of the twentieth century, Europeans had come to regard their control of large parts of Africa and Asia as quite natural and correct. British Empire covered more than 26 000 000 square kilometres and ruled over more than 20 percent of the world’s people. The British boasted that ‘the sun never set’ on their empire. Page 15 Page 15  Page OV1.5 Economic, social and political ideas of the 18 modern world OV1.5.1 Towards social and political equality The technology transforming the nineteenth-century world promised to improve the lives of ordinary people. The growing proletariat (working class) was forced into miserable living and working conditions. Much of the early hardship was the result of the tremendous growth of Europe’s population between 1814 and 1914, from 200 million to 460 million. Quiet towns had become noisy, dirty cities within a decade. Due to increased population and poverty working class families lived in small rooms. Employers built inexpensive, poorly built row housing called tenements to house their workers but also get more profit, further contributing to overcrowding. Working class families lived in small rooms. Employers built inexpensive, poorly built row housing called tenements to house their workers but also get more profit, further contributing to overcrowding. Poor sanitation and overcrowding lead to the spread of disease. Since there was nowhere to go to the toilet, people dumped their waste onto the streets, which didn't have gutters.  Page 2. Social reform in Britain 19 During the 1830s the British Parliament passed a wide range of bills aimed at bringing social reform; the Poor Law Amendment Act of 1834 provided for the payment of relief money to unemployed and impoverished families the 1833 Factory Act prohibited the employment of children under nine years of age in factories.  Page 19 3. Educating for equality During the eighteenth century, education was for the children of the rich. The very first limited public funding for education in Britain was made available in 1833. It was not until 1870 that the general Education Act was passed by the British Parliament, providing real support for the education of working class children.  In Australia, during the 1870s a plan was put forward for a system of national schools that were financed and controlled by the government. Education was made free and compulsory for children between six and thirteen years of age. During the 1870s it was estimated that ninety per cent of the Australian adult male population had learned to read and write.  Peel Paragraph Task FACTORS IMPACT ON LIVING CONDITIONS WHAT WERE FACTORS THAT LED TO POOR LIVING CONDITIONS FOR THE WORKING CLASS IN BRITAIN?  Sample Peel Response During the Industrial Revolution in Britain, the working class faced poor living conditions due to a few key factors. Firstly, cities became overcrowded as people moved from rural areas to find work, leading to a lack of housing. Secondly, cities grew quickly without proper planning, resulting in slums and tenements with no clean water or sanitation. Additionally, low wages and limited workers' rights made it difficult for the working class to improve their living conditions. Also, the Industrial Revolution had a negative impact on working conditions. Workers in factories faced long hours, overcrowded spaces, and poor ventilation, leading to health issues and injuries. The pursuit of profit by factory owners prioritized productivity over worker well-being. This resulted in harsh and dangerous conditions for workers. These factors combined to create a challenging environment for the working class during this time.Overall, the Industrial Revolution brought significant negative changes to living and working conditions.  Sample Peel Response #2 WHAT WERE THE FACTORS THAT LED TO POOR LIVING CONDITIONS FOR THE WORKING CLASS IN BRITAIN? During the Industrial Revolution in Britain, the working class faced poor living conditions due to overcrowded cities as well as a lack of sewerage systems and education. Firstly, cities became overcrowded as people moved from rural areas to find work, leading to a housing shortage. As the cities grew rapidly without proper planning, slums and tenements emerged, lacking clean water and sanitation. The absence of a sewerage system meant that human waste was dumped in the streets, which had no gutters. This resulted in filthy streets and contributed to the spread of disease. Early in the Industrial Revolution, children were not entitled to a free education, which led many to work in factories for low wages. Factory owners prioritised productivity and profit over the well-being of their workers, resulting in harsh and dangerous working conditions for both children and adults. Overall, the Industrial Revolution brought significant negative changes to living and working conditions, as it resulted in crowded cities without sewage systems and encouraged child labor in factories.  Sample PEEL for #inspo Question: What were the factors that led to poor living conditions for the working class in Britain? Response: The working class of Britain, during the Industrial Revolution, faced numerous poor living conditions due to overcrowded cities and no sewerage systems. As factories multiplied,people flocked to cities in search of jbs, leading to rapid and unplanned urban growth. Housing couldn’t keep up with the demand, so many workers ended up living in cramped, poorly built homes. Often several families had to share a small room, with little space, light or ventilation. This overcrowding made it easy for diseases to spread. For example, the first Cholera pandemic in Britain was in 1831-1832 which was during the Industrial Revolution. The situation worsened by a lack of sewerage systems. The cities didn’t have proper waste disposal so sewerage often ended up in the streets or nearby rivers. Without a clean water supply, residents were exposed to contaminated water, leading to outbreaks of diseases like cholera and typhoid. In London, the Thames River became heavily polluted with human waste, leading to what was known as “The Great Sink” of 1858. The combination of overcrowded living conditions and unsanitary environments created a dangerous and unhealthy situation for the working class during this period.  MARKING CRITERIA Self-mark Peer-mark HIGH - MEDIUM - HIGH - MEDIUM - WORKING TOWARDS WORKING TOWARDS Topic sentence directly answers the question eg “During the Industrial Revolution in Britain, the working class faced poor living conditions due to…(lists 2-3 conditions) Provide specific examples and details from the textbook. Mention dates, specific locations, details, historical terminology eg tenements , proletariat slums, sewerage, overcrowding, law/Act. Describe how the evidence supports your argument that these factors are what contributed to poor living conditions. Key words to look for are: therefore, this led to, resulting in, which impacted, due to this etc Linking sentence which answers the question eg “Therefore, the working class suffered through poor living conditions due to…. “ Used formal language, 3rd person, historical terms and wrote clear sentences,. Stage 5 - Progressive Ideas and Movements (1750-1918) TOPIC 1C ONLINE ONLY  1c.1.1 Introduction 1750 to 1918 is a remarkable period because so many men and women were prepared to challenge established ways of thinking and doing. Throughout this topic you will learn about people who saw ways of bringing about change. Sometimes their vision was selfish and narrow, and they did not consider how others might suffer in the process of achieving it. Others were more generous and altruistic(selfless); they saw the need for change that would improve how people lived and worked: the Chartists and Abolitionists saw how laws could make people’s lives better Adam Smith and Charles Darwin showed new ways of thinking capitalism, imperialism and socialism all claimed to provide advantages for society. In their time, these concepts inspired, annoyed, amused and shocked. Today, they continue to affect attitudes and events. Understanding vocabulary An economic and/or political system where production and distribution is run by the government  Important movements the Enlightenment (1715 - 89) A philosophical movement that dominated in Europe during the 18th century, advocated such ideals as liberty, tolerance and separation of church and state. the American War of Independence (1775 - 83) By 1763, Great Britain controlled a large part of eastern North America. This was a conflict between Great Britain and America where the colonies won political independence and went on to form the United States of America. the French Revolution (1789 - 99) A period of major social upheaval that sought to completely change the relationship between the rulers and those they governed and to redefine the nature of political power. the Industrial Revolution (1760 - 1840) Industrial Revolution is a period driven by the development of steam power where new methods of transport and production changed the way people worked and lived. Recap - what is a timeline? A timeline is a graphical representation of a period of time, on which important events are marked. Activity Sequence and annotate the time span of the following: the Enlightenment, the American War of Independence, the French Revolution and the Industrial Revolution Timeline Sequence and annotate the time span of the following: the Enlightenment (1715 - 89) the American War of Independence (1775 - 83) the French Revolution (1789 - 99) the Industrial Revolution (1760 - 1840) Start of timeline: 1715 End of timeline: 1840 Timeline success criteria Heading Timeline Dates (years) WITH colour coding Event/Event description Time markers Heading: __________________________________  Answers Important Movements of the 18th and 19th century Imperialism Definitions Extent of European expansion by 1914 The Reasons for Imperialism INSTRUCTIONS 1. Copy the brown heading 2. Order the reasons for empire building from the most important reason to the least (from the colonist’s point of view) as a class 3. Copy the reasons in order.  Social Darwinism Social Darwinism is the idea that some groups of people or races are superior to others and therefore more ‘fit’ to rule over those that are less ‘fit’. Social Darwinists believe in “survival of the fittest”—the idea that certain people become powerful in society because they are innately better. Social Darwinism has been used to justify imperialism, racism and social inequality at various times over the past century and a half. Social Darwinism and Imperialism Political cartoon showing Uncle Sam lecturing a group of childlike caricatures depicting the people of Hawaii, Cuba, Puerto Rico and the Philippines. The "more advanced students" of Texas, California and Alaska sit in the back of the classroom, while the African American student is forced to clean the windows, the Native American student is confined to a corner, and the Chinese student is halted outside the door. Art by Louis Dalrymple, Puck magazine, 1899. Image courtesy Library of Congress. See, Think, Wonder SEE What do you see, observe or notice? THINK What do you think is going on in this cartoon? WONDER What does it make you wonder? ‘The White Man’s burden’ Myth ‘The White Man’s burden’ Reality Dr. David visited Malawi in 1861 where he witnessed slave trade at its peak. He got horrified in the way slaves were handled and he described it as" a place of bloodshed and lawlessness". When David Livingstone reported accounts of experience on his Second Journey to Africa, he recommended that Christianity be introduced in the area to counteract slave trade activities. This led to the coming of important missionaries along the slave trade routes. Read SOURCE 1. According to Lord Curzon: (a) what ‘evils’ did the Empire wipe out? (b) what benefits did the colonies gain?  In 1890, Cecil Rhodes (1853–1902), who was born in Great Britain and had become a Why is Cecil Rhodes such a diamond mine millionaire, became prime controversial figure? minister of the Cape Colony. https://www.bbc.com/news/ma gazine-32131829 He wanted to extend the British African Empire from Cape Town to Cairo. Read the article to find out why. New Imperialism 1880-1914  Conference at Berlin 1884 Berlin Conference was a meeting at which the major European powers negotiated and formalized claims to territory in Africa. Conference: - European competition for territory in Africa - To claim power to parts of Africa, they needed to set up government office - Resulting in new borders of Africa without regard to culture, territories, language, etc. of the local people. Refer to SOURCE 4 to answer the following questions. (a) Create a table to list the territories claimed by each of the European countries shown in the key. (b) Which European nations had the largest imperial claims in Africa? (c) What were the only two areas unclaimed by a European imperial power at this time? Old Imperialism refers to the time period, from the 1400s until the 1600s, in which European powers set out to explore, conquer, and establish colonial empires in order to make profit. Motivations ○ Spread Christianity (God) ○ Gold/Silver (Gold) ○ Spirit of adventure (Glory) Causes of new and old imperialism Old Imperialism New Imperialism Between 16-18th centuries From 19th century (1870s) until WW1 due to second Colonies established include: industrial revolution Americas, India, South Africa, Increased steel production, railroad East Indies, coast of Africa and development, etc China From economic, military, political, humanitarian ‘Glory, God, Gold’ and religious reasons Belief that colonies could serve as Economic - sell over-produced goods to new source of wealth markets. Gain cheap labour and raw materials Coupled with personal motives of Military and political - military power for rulers, statesmen, explorers, European countries. Increase nationalism. New missionaries, etc naval bases (e.g. Suez Canal, Britain) Humanitarian and religious - law, medicine, christianity The Scramble for Africa Scramble for Africa (1881-1914) Defined as: The occupation, division and colonisation of African territory/Africa by European powers during the period of New Imperialism. Began with Belgian King Leopold II - hired explorer Henry Stanley (with help of maps and routes created by earlier explorer Dr Livingstone) to explore Congo river and arrange trade treaties with African leaders Why Africa?? By 1914, the only independent African states were Liberia and Ethiopia. European imperialism in Africa European factors Internal factors Political reasons including colonies Variety of cultures and languages for military power and national Low level of technology security (e.g. Britain with the Suez Ethnic fighting Canal in Egypt) Economic competition (slavery and cheap labour) European racism- Social Darwinism Missionary concerns (religion and ‘the White Man’s burden’) Research Task Explore how European colonial rule affected Africa and how these impacts are still felt today. Create a presentation with Canva or PPT. Research Questions: 1. Historical Context: What were the primary motives and methods of European imperial powers in Africa during the 19th and early 20th centuries? 2. Economic Impact: How did imperialism alter the economic structures of African societies? Consider aspects such as resource extraction, changes in trade patterns etc 3. Social and Cultural Effects: In what ways did imperialism affect the social and cultural fabric of African communities? Explore changes in social hierarchies, education, language, and cultural practices. Your research can be based on one African country or region. Optional Discussion Do you think Imperial powers made improvements in people’s lives?  1c.7.6 The decline of imperialism After World War I, some areas saw the exchange of one colonial master for another. As the twentieth century progressed, however, nationalism and the quest for self-determination flourished, often meeting resistance from the controlling power. After World War II, the Unites States and the Soviet Union emerged as global superpowers. Global imperial forces such as the British, French and Japanese suffered devastating losses to their respective influences all around the globe, thus ending the age of Imperialism. Sunset over the British Empire By the 1960s, an increasing number of countries sought independence from imperial rule.  The Legacy of Imperialism Overall, imperialism reflected the power of European countries. Imperialism: Contributed to start of WWI Imperialism spread ideas such as capitalism, the free market, westernisation (including social darwinism and English) and militarism. Spread Christianity to Pacific, Asia and Africa Began the first phase of globalisation by connecting economies Influence on Modernity: Caused the destruction of indigenous cultures and customs Caused mass poverty throughout Asia, Africa and Pacific Overuse of resources Case study - Australia as a ‘settler colony’  Introduction It is well known that Australia has a colonial background. British imperialism settled in Australia as a penal colony in 1788. Penal colony is a distant or overseas settlement established for punishing criminals by forced labour and isolation from society.  Australia Before European Settlement The human history of Australia commences with the arrival of the first ancestors of Aboriginal Australians between 50,000 and 65,000 years ago. Aboriginal Australians settled throughout continental Australia and many nearby islands. Aboriginal society consisted of family groups organised into clans. Aboriginal society was egalitarian with no formal government. Authority rested with elders and group decisions were generally made through the consensus of elders. The artistic, musical and spiritual traditions they established are among the longest surviving in human history. Australia After European Settlement The arrival of the First Fleet at Sydney Cove (now Circular Quay) in January of 1788 marked the beginning of the European colonisation of Australia. The arrival of the First Fleet immediately affected the Aboriginal people. Violence between settlers and the Aboriginal people started as soon as the colony was set up. Short-term impacts of Imperialism on Australia’s Indigenous People Imperialism had several short-term impacts on Australia, especially during the early stages of European colonisation. Some of these impacts include: 1. Displacement of Indigenous Peoples: The arrival of British settlers led to the displacement of Aboriginal and Torres Strait Islander communities. Their lands were taken over for farming and settlements, leading to significant cultural and social disruption. 2. Introduction of European Diseases: Indigenous populations were heavily affected by diseases brought by Europeans, such as smallpox and influenza. These diseases caused high mortality rates among the Aboriginal and Torres Strait Islander peoples, who had no immunity to them. 3. Economic Exploitation: The British established colonies primarily for economic gain, exploiting Australia's natural resources. 4. Conflicts and Violence: There were numerous conflicts between European settlers and Indigenous peoples, often resulting in violence.  Long-term impacts Imperialism has left lasting effects on Australia, shaping its culture, society, and environment in ways that are still felt today. Some of these impacts include: 1. Loss of Indigenous Culture: Aboriginal and Torres Strait Islander cultures were heavily affected, with many traditional practices and languages disappearing. 2. Ongoing Inequality/Marginalised: Indigenous Australians often face lower health and education levels and fewer job opportunities compared to other Australians. 3. Land Rights Issues/Dispossession of Land: There are still disputes and efforts to address the loss of Indigenous lands and seek compensation. 4. Political Changes: Australia's government and legal system were shaped by British rule and have evolved into the current Australian system.  Peel Paragraph Source A In a speech to the Australian Parliament, former Prime Minister Paul Keating highlighted the impact of European diseases on Indigenous Australians: "The arrival of Europeans brought with it diseases that decimated (destroyed) Aboriginal populations, reducing their numbers by as much as 90% in some areas. The suffering caused by these diseases was immense, and it fundamentally altered the course of Aboriginal societies." Source: Paul Keating, Redfern Speech, December 10, 1992. Using your knowledge and the information provided from the source, write a PEEL paragraph explaining how imperialism impacted Australian Indigenous people. Mandatory PEEL question: Using the source, explain a short term impact of imperialism on Australian Indigenous people. Point: Answer the question clearly by identifying/naming a specific short term impact. A short term impact of imperialism on Australian Indigenous people was….. Explain: Describe the short term impact in more detail. Explain how this impacted Indigenous Australians in the short term. (Describe what was named in topic sentence. “This impacted Indigenous Australians in the short term by…………..”) Evidence: Provide specific examples, quotes and details from the source provided. Ensure you outline the author of the source. “As stated by former Prime Minister Paul Keating, in a speech to the Australian Parliament in 1992, “(insert relevant quote - not the whole source” Link: Summarise the short term impact. “Thus it can be seen that ………”